Established in 1978 by the Federal Government of Nigeria, the Joint Admissions and Matriculation Board (JAMB) was created to centralize and standardize admission processes into the country’s universities. Before JAMB, inconsistencies in screening and multiple admissions plagued the higher education system. Over time, its mandate expanded to include polytechnics, monotechnics, and colleges of education, transforming JAMB into Nigeria’s largest tertiary entrance examination body.
Initially, JAMB conducted the University Matriculation Examination (UME), which served universities exclusively. This changed in 2010 with the launch of the Unified Tertiary Matriculation Examination (UTME), a single, harmonized exam for all tertiary institutions. This reform streamlined the admission process and reduced the financial and emotional burden on candidates, ensuring a fairer and more inclusive approach to tertiary education access.
JAMB’s leadership history reflects a timeline of reform and digital evolution. Its pioneer registrar, Mr. Michael Saidu Angulu (1978–1986), laid the administrative foundation by implementing a national admissions framework that ensured one placement per candidate annually. His vision tackled the chaos of disparate university entry exams and shaped a unified system. He passed away in 2008 after a brief illness.
Brigadier-General Muhammad Mustapha succeeded Angulu and served from 1986 to 1996. His administration emphasized examination security through centralized printing, while early discussions on computerization began under his watch. Dr. Momodu A. B. Tukur (1996–2001) then expanded JAMB’s reach to underserved areas and piloted digital initiatives like online registration and barcode-enabled exam slips.
Between 2001 and 2007, Professor Bello Salim led the development of JAMB’s e-registration system, which notably curbed impersonation and introduced the concept of Computer-Based Testing (CBT). However, it was Professor Dibu Ojerinde (2007–2016), a renowned scholar in Tests and Measurement, who ushered in the board’s digital transformation. Under his leadership, CBT was introduced in 2013 alongside the traditional Paper-Pencil Test (PPT), transitioning fully to CBT by 2015. His administration also launched the Central Admission Processing System (CAPS), which enhanced admission transparency.
Appointed in August 2016 by President Muhammadu Buhari, the current Registrar, Professor Is-haq Olanrewaju Oloyede, a former Vice-Chancellor of the University of Ilorin, implemented sweeping financial reforms. In his first year, JAMB remitted ₦7.8 billion to the federal government, a sharp contrast to the ₦50 million average of previous administrations. By 2021, this rose to over ₦20 billion in internally generated revenue.
Oloyede also expanded the CBT infrastructure to 793 accredited centres by March 2024. His tenure saw the integration of biometric validation, real-time surveillance, and centralized monitoring systems—all geared toward combating impersonation and fraud. The use of CAPS for verifying institutional admission lists further strengthened JAMB’s regulatory role, ensuring transparency and fairness in admissions.
Despite these advancements, technical disruptions marred the 2025 UTME, raising concerns over Nigeria’s digital readiness. Candidates across the South East and Lagos State experienced widespread server failures, and biometric errors, rendering many unable to complete the exam. In response, JAMB announced a supplementary UTME starting May 16, 2025, for over 379,000 affected candidates—the largest retake since CBT was adopted.
This incident highlights the digital divide affecting many Nigerian students, particularly from rural communities. Although JAMB offers practice platforms and mobile applications, a 2022 National Bureau of Statistics report found that only 38% of secondary school students have access to computers either at home or school. Analysts argue that such infrastructural gaps undermine the reliability of digital assessments and call for urgent investment in ICT education.
The UTME is structured to test candidates in four subjects, including compulsory English Language, with a total score of 400 and a duration of 2 hours. For admission, institutions determine cut-off marks in consultation with JAMB. In 2024, the cut-off was set at 140 for universities and 100 for polytechnics and colleges of education, though competitive courses like Medicine and Law often require higher scores. Additionally, Post-UTME screenings, introduced in 2005, serve as second-level assessments through written tests or interviews.
Institutions often use specific formulas to compute aggregate scores. For instance, the University of Benin calculates it using:
Aggregate = (UTME ÷ 8) + (Post-UTME ÷ 2)
Thus, a student scoring 240 in UTME and 64 in Post-UTME would have an aggregate of 62.
While some education stakeholders have criticized JAMB’s centralized role, advocating for greater university autonomy, the board maintains its stance as a necessary regulatory facilitator. Through CAPS, JAMB validates institutional admission lists before issuing official letters. Scholars like Dr. Onyekachi Igwe (2022) have emphasized the need for a balanced model where institutional independence coexists with standardized oversight for fairness and accountability.
In conclusion, JAMB’s journey from inception to digital reform reflects broader challenges in Nigeria’s education system. As it navigates setbacks like the 2025 UTME disruption, the agency’s ability to adapt, invest in infrastructure, and ensure equitable access remains critical to maintaining the integrity and credibility of the nation’s tertiary admissions process.
